1. 11 th June, 2015 ENGLISH DEPARTMENT IPAD TRAINING

2.  You each have an iPad  Pair up  Decide who’s a and who’s b  A is the reporter  B is the camera operator WELCOME

3.  You have just arrived on the scene of a massive train crash. It is the Paddington crash of October 1999  Use the information you have to film a short report using the iPad camera  You have five minutes NEWS REPORT

4. and and And and answer. are are at be bed been before between black blazing bone-ship. box but call calling calling calling cars children click commuter Cradled cup. dark Darling, dawn down Dreaming England fields flooded footprints frost gates, have head- phones home homeward Hot howl I I’ll I’ll I’m I’m I’m in in in in in in in in in into is it it. its kitchens later later, later. Let line locks may me me, mobiles. morning. moves my my No now? of of of of of of off. On on on on on, our out parkways phone. phone. phone. phones Pick plastic please please. radio rails, ring rocking rocking, rubble rubble safe, say say school silenced silent slide soon speaking stations suburban suburbs, switched table. talk tea telephones. the the the the the The the the the the the The the the the The the the the their their them thinking thinking through through to to Today tolerant Tonight Too too. towards towns track Train train train. train. trains trembles unloading up Vodaphone waking Walkman way Where wolves you you you THE COLLAPSED TEXT: ALL THE WORDS, SIMPLY IN ALPHABETICAL ORDER

5.  Use as many of the words from the collapsed poem as you like (NOT all of them!!)  Add words as you need to help it make sense  Record a reading of it using the camera  You have 7 minutes ONLY YOUR TASK – CREATE A SHORT POEM

6. On the Train Cradled through England between flooded fields rocking, rocking the rails, my head-phones on, the black box of my Walkman on the table. Hot tea trembles in its plastic cup. I’m thinking of you waking in our bed thinking of me on the train. Too soon to phone. The radio speaking in the suburbs, in commuter towns in cars unloading children at school gates, is silenced in dark parkways down the line before locks click and footprints track the frost and trains slide out of stations in the dawn Dreaming their way towards the blazing bone-ship. The Vodaphone you are calling may have been switched off. please call later. And calling later, calling later their phones ring in the rubble and in the rubble of suburban kitchens the wolves howl into silent telephones. I phone. No answer. Where are you now? The train moves homeward through the morning. Tonight I’ll be home safe, but talk to me, please. Pick up the phone. Today I’m tolerant of mobiles. Let them say it. I’ll say it too. Darling, I’m on the train.

7. INTRODUCING POPPLET  You each have two key phrases  Choose ONE of them  Exclude nothing that comes to mind  Prize for the biggest popplet in ….5 minutes

8. Cradled through England between flooded fields rocking, rocking the rails, my head-phones on, the black box of my Walkman on the table. Hot tea trembles in its plastic cup. I’m thinking of you waking in our bed thinking of me on the train. Too soon to phone.

9. The radio speaking in the suburbs, in commuter towns in cars unloading children at school gates, is silenced in dark parkways down the line before locks click and footprints track the frost and trains slide out of stations in the dawn Dreaming their way towards the blazing bone-ship.

10. The Vodaphone you are calling may have been switched off. please call later. And calling later, calling later their phones ring in the rubble and in the rubble of suburban kitchens the wolves howl into silent telephones.

11. I phone. No answer. Where are you now? The train moves homeward through the morning. Tonight I’ll be home safe, but talk to me, please. Pick up the phone. Today I’m tolerant of mobiles. Let them say it. I’ll say it too. Darling, I’m on the train.

12.  What takes place?  What does it remind you of?  How does it make you feel?  What event/s in your own life does it link with?  Who are the people involved in it?  How many different groups of people are they?  Do the stanzas have the same atmosphere?  Decide on a label to attach to each stanza  What length of time does it occupy?  If the poet was here, what would you ask to have explained? CAN OPENERS

13.  What takes place  How it feels  Language features you have spotted  Three core quotations  Analysis of the quotations YOUR STANZA

14. RECORDING A VOICE